Validity evidence for the use of a single-point rubric to support interprofessional teaching and learning

Abstract

PurposeSingle-point rubrics (SPRs) have received little research attention to date. Using an argument-based approach to validation from a functional validation perspective, we collected and assessed validity evidence for the use of a single-point rubric to support teaching and learning in an interprofessional course. MethodsSurveys and focus group interviews were conducted with students (N = 141; 4) and course facilitators (N = 15; 3) to gather both parties’ perceptions of whether the single point rubric was able to assist in providing formative, narrative feedback, whether the feedback supported interprofessional student learning, and whether this method of providing feedback was deemed acceptable. ResultsThe majority of students and facilitators surveyed and interviewed agreed that the single point rubric supported student learning via narrative feedback, that the rubrics were completed appropriately, and that the feedback provided via the rubrics was acceptable to students. Facilitators indicated that the rubric helped them craft narrative feedback in a time-efficient manner. ConclusionsThe evidence supports the use of the single point rubric for teaching and learning. The findings suggest that the use of an SPR is an effective and time-efficient approach to provide narrative feedback at multiple checkpoints during an interprofessional course. Implications for the adoption and implementation of the SPR are discussed.